PROACTIVE EFFECTS IN MEANINGFUL VERBAL LEARNING AND RETENTION DAVID P. AUSUBEL1 The City University of New York MARY STAGER AND A. J. H. GAITE The Ontario Institute for Studies in Education, Toronto Contrary to the typical proactive interference finding in rote verbal learning, proactive learning of Buddhism material by Grade 13 students induced neither interference nor facilitation in the meaningful learning and retention of a Zen Buddhism passage. Overlearning of the Buddhism passage also had no significant effect on the meaningful learning and retention of the Zen Buddhism material, and there was no significant interaction between either proactive variable (learning or overlearning) and the length of the retention interval (immediate versus? days).

bility strength of the newly learned meanings and hence determine their availability. Whether previously learned or subsequently encountered meaningfully learned ideas facilitate or inhibit the retention of other meaningfully learned material depends, therefore, on their effects on the stability, clarity, and discriminability of the learning task and of the established ideas in cognitive structure to which the learning task is related. A recent experiment (Ausubel, et al., 1968) supported this theoretical view of meaningful retention, and confirmed the general finding in the literature that the retroactive interpolation of similar material does not inhibit the retention of meaningfully learned material (as opposed to that learned by rote). It was shown that the interpolation of learning material (Buddhism) between the learning of and a test of the retention of a similar, previously learned passage (Zen Buddhism), when both passages were relatively unfamiliar and unestablished, facilitated rather than inhibited the retention of the Zen Buddhism passage. This facilitating effect of the Buddhism passage was attributed to an increase in the stability, clarity, and discriminability of the re1 This study was conducted while the senior membered Zen Buddhism material which author was affiliated with The Ontario Institute it (the Buddhism passage) presumably infor Studies in Education and The University of duced through retroactive rehearsal of the Toronto. Requests for reprints should be sent to: David P. Ausubel, Office of Research and Educa- Zen ideas and comparison of them with tion, 33 West 42 Street, New York City, New corresponding Buddhist ideas. The principal problem in the present York. In attempting to account for the nature of meaningful retention, it has been hypothesized that meaningfully learned materials, that is, materials that have been nonarbitrarily and substantively related (anchored) to relevant established ideas in cognitive structure are protected, by virtue of such anchorage, from the interfering effects of similar previously learned, concurrently experienced, or subsequently encountered associations or ideas (Ausubel 1963; Ausubel, Robbins, & Blake, 1957; Ausubel, Stager, & Gaite, 1968). When material is meaningfully learned, according to this hypothesis, its subsequent availability (retrievability) does not depend on its resistance to interference from other similar associations or ideas, but, rather, on its dissociability from the established ideas in cognitive structure to which it is anchored and in relation to which it acquires its meaning. Thus, much more important for its retention than this kind of interference are such variables as the availability in cognitive structure of proximately and specifically relevant ideas, their stability and clarity, and their discriminability from the learning material. These latter variables affect the dissocia-

60

D. P. AITSUBEL, M. STAGER, AND A. J. H. GAITE

experiment was to ascertain whether, in accordance with this same theoretical formulation of meaningful learning and retention, similar ideational material introduced proactively (rather...

YOU MAY ALSO FIND THESE DOCUMENTS HELPFUL

...PSYC 319: PRACTICALS IN LEARNING (2011/ 2012)
TOPIC: The Effect of Word Position on Recall of Non-meaningful Words.
ID NUMBER: 10306280
ABSTRACT: 60 participants were selected randomly from University of Ghana, Accra City Campus and the main campus. They were assigned to 2 groups, experimental and control group. The experimental group was made to immediately recall in serial order, a list of 16 3-letter nonsense syllables within a period of 30 seconds, after the words were presented on a screen serially. This was done 10 times per student. The same procedure was used for the control group however they were made to recall the same items in any order (free recall). The average correct responses were recorded and the results show the effect of word position on recall of nonsense syllables. The methods of learning employed in the experiment fall under Verbal Learning. The results of the experiment are discussed in this research.
INTRODUCTION & LITERATURE REVIEW
Verbal Learning is usually identified with the learning or memorization of words in a list. It is also involved with the acquisition and retention of information. It is concerned with what happens when we learn word combinations and word contexts. The presentation of words was done serially within 30 seconds with the recall of the words immediately followed within an interval of 2 seconds. 10th study-test method...

...Verbal Communication
Communication of all types can be found everywhere. It does not necessarily have to be spoken or oral, it can be found in verbal and nonverbal forms. This is especially true in the areas of the criminal justice system. Communications can be found in equipment, reports, phones, in roll call, or everyday operations. For police officers and other members of the criminal justice system, communication in some form or type can always be certain. It may be in the form of verbal communication, such as roll call, talking with the public, talking to peers, inmates, administration, or supervisors.
It is said that nearly 70 percent of one’s time is spent communicating (2009). Officers or those appointed by the department, talk to the media on a daily basis. Whether it is the television, the newspaper reporters, or the radio, it is on a daily basis.
For law enforcement officials there is the need to communicate with the press from time to time. This could be to talk about public affairs, providing information about a situation that the police are involved in, or to make announcements. It is common in most areas that law enforcement appoints a spokesperson for the department. This person chosen represents the community and the department, along with all officers. This person must have the intelligence and the ability to speak clearly and in a concise manner, and have the ability to understand questions if asked. He or she...

...bullying can lead deathly matters, or sometimes your highly classified serial killers, depending on how much self-esteem a person hat at that point in time.
Bullying is often a warning sign that children and teens are heading for trouble and are at risk for serious violence.
Teens particularly boys, who bully are more likely to engage in other antisocial/delinquent behavior (e.g., vandalism, shoplifting, truancy, and drug use) into adulthood.
Statement of the problem
Specifically, the researchers would like to answer the following questions:
What are the types of bullying?
What are the effects of these activities to the mental health?
What are the effects of these activities to the physical body?
What are the possible responses of the students when they get bullied?
Significance of the Study
The importance of this study is that we can know what are the effects of these activity to the one’s getting bullied either it is on mental or physical and what are the possible response of the students when they get bullied.
And for the students who are being bullied and those who are bullying, for them to know what are they doing that they can be arrested if they continue.
And some parent don’t know what is happening inside and outside of the school, they don’t know what is the sign if their son or daughter is being bullied.
Scopes and Limitation of the Study
The scope of this study is for people to know...

...Research in verbal learning has as a goal the way in which people gain and retain knowledge of symbolic representation or stimuli of objects or events and the relationships among them (Tulving &amp; Madigan, 1970). Research in verbal learning follows the work of Herman Ebbinghaus who identified verbal learning methods still used today. This paper will first review the concept of verbal learning and then compare and contrast theverbal learning methods of serial learning, paired associate learning, and free recall. The concept of mnemonics in the recall of verbal stimuli will also be examined (Terry, 2009).
Concept of Verbal Learning
The concept of verbal learning is credited to Herman Ebbibghaus (1885) and his scientific research on memory. Verbal learning may simply be stated as the memorization or learning of a list of words (Terry, 2009). Early research in verbal learning studied factors such as the number of repetitions the spacing of repetitions, or the transfer of learning from one list to another (Terry, 2009). Verbal learning however actually involves more than just the memorization of words. In actuality, many times we study learning of non-word items such as pictures, faces, or places (Terry, 2009). Furthermore, the study of verbal learning goes beyond that of passive memorization....

...Abstract
The present articles focus is on the effect of verbal and visual stimuli on memory. Verbal and visual stimuli have profound influence on our cognitive processes and perception. Twenty participants were split into 2 groups, 10 picture accompanied and 10 non-picture accompanied. The non-picture group were read a list of 10 words (5 concrete and 5 abstract) and then asked to free recall. The picture group were also read a list of 10 picture accompanied words (5 concrete and 5 abstract) and asked to free recall. The hypothesis was not supported, as results were insignificant for remembering a picture word verus a non-picture word. There was also no change in results when the word was either concrete or abstract.Effects of Verbal and Visual
Stimuli on Memory
Language is a universal phenomenon. We all are born with the ability to speak and understand language. We are able to understand visual representations of words and meanings, i.e. crosswalk lights and restrooms signs. Studies that we would interpret as being concerned with verbal referential meaning have appeared under such titles as linguistic determinism, stimulus predifferentiation, and acquired distinctiveness of cues. The term linguistic determinism can be understood by Whorf's (1956) hypothesis that language determines thought in the sense that it codes and categorizes the environment for the individual....

...One of the rising issues among children in our society today is the verbal and physical abuse they
are receiving from their parents and guardians. This is creating unhealthy families and
dysfunctional environments where children are the victims of these abusive homes. Another
cause of concern is the psychological and emotional detachment abusive children have to endure.
These affects occur when they have a history of being neglected or physically abused. A
UNICEF on child wellbeing reported that the United States and the United Kingdom are ranked
lowest among industrial nations with respect to child well being. They also found that it’s more
common for child abuse to occur in single-parent families than in families where both parents are
present. This will only lead to more patterns of abuse in other relationships down the road. We
are looking at children who will be scarred for the rest of their lives. As they are being raised in
this environment, it will ultimately affect their future in society, their psychological behavior’s,
and the emotional behavior.
Many abusive homes do not realize the affects it has on their children’s future with society. A
numerous amount of these children carry baggage’s of pain and scars on their body. They leave
home with being neglected and unloved during their upbringing. The common trail they take is
an escape from that reality. In other words, abusive kids try to find something that will...

...Personal goals
I strongly believe that a career doesn’t just start after you graduate. In fact it can start even before you start studying. Also a degree isn’t that important to me, the reason I’m doing a study mainly is because I want to learn more about doing international business, different cultures and get my English to the next level.
My short term goals:
- Since I sold my company in June I challenged myself to start 10 new company’s before the end of 2014. I’m on the count of 3 now, they don’t have to be profitable or a great success but I have to be able to learn something and gain more entrepreneurial experience.
- Get a room in Utrecht. I live in Wageningen now which is about 1,5 hours by train, bus and bike so I’d safe a lot of viable time when I live in Utrecht.
Long term goals:
- I want to do an abroad internship by I company I truly admire. This will probably be quite hard since my main goal will be to follow a internship at Virgin headquarters and I’ll probably not be the only one.
- Be an inspiring entrepreneur is my all-time long term goal. I love to inspire people who are open for something new. I love working with these people and help each other reach the next level.
My main goals aren’t to get a job or a degree but mostly to create awesome ones and basically help people become a person they actually want to be with the job they actually want to do.
...

...Habit 1: Be Proactive
Proactivity means that, as human beings, we are responsible for our own lives. Our behavior is a function of our decisions, not our conditions. There are three central values in life: the experiential, or that which happens to us; the creative, or that which we bring into existence; and the attitudinal, or our response to difficult circumstances. What matters most is how we respond to what we experience in life.
Another way to become more self-aware regarding our own degree of proactivity is to look at where we focus our time and energy. The things we are concerned about could be described as our “Circle of Concern.” There are things we can really do something about, that can be described as our “Circle of Influence”. When we focus our time and energy in our Circle of Concern, but outside our Circle of Influence, we are not being effective. Proactive people focus their efforts in the Circle of Influence, causing their Circle of Influence to expand. Reactive people focus their efforts on the circle of Concern, over things they can’t control. Their negative energy causes their Circle of Influence to Shrink.
Before we totally shift our life focus to our Circle of Influence, we need to consider two things in our Circle of Concern- Consequences and mistakes. Sometimes we make mistakes from our negative consequences, called mistakes. We can’t recall or undo our past mistakes. The...